The Construct of ‘Respect’ in Teacher-Student Relationships: Exploring Dimensions of Ethics of Care and Sustainable Development

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dc.contributor.authorThompson, Canute S.
dc.date.accessioned2023-10-12T18:19:56Z
dc.date.available2023-10-12T18:19:56Z
dc.date.issued2018-07
dc.descriptionJournal of Leadership Education DOI:10.12806/V17/I3/R3 July 2018 RESEARCH
dc.description.abstractThis study examines the construct of respect, its manifestations in teacher-student relationships, and it relationship to ethics of care and sustainable development. The study found that students place a high premium on being respected by their teachers and measure expressions of respect chiefly through the attention received through listening. Students’ perspectives on the quality of the schools’ leadership and the teaching and learning environment were found to be shaped by their assessments of the degree to which they feel respected. In a number bivariate correlations, the study found strong, positive correlations between the variable ‘listening’ and other variables that characterize the teacher-student relationship, in particular respect for teachers and principals and comfort with the teaching and learning environment.
dc.identifier.urihttps://journalofleadershiped.org/wp-content/uploads/2019/02/17_3_Thompson.pdf
dc.identifier.urihttps://hdl.handle.net/2139/56064
dc.language.isoen_US
dc.publisherJournal of Leadership Education
dc.subjectRespect
dc.subjectTeacher-student relationships
dc.subjectSustainable development
dc.titleThe Construct of ‘Respect’ in Teacher-Student Relationships: Exploring Dimensions of Ethics of Care and Sustainable Development
dc.typeOther

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